Klas Karlgren, Minna Lakkala, Auli Toom, Liisa Ilomäki, Pekka Lahti-Nuuttila & Hanni Muukkonen (2019) Assessing the learning of knowledge work competence in higher education – cross-cultural translation and adaptation of the Collaborative Knowledge Practices Questionnaire, Research Papers in Education, DOI: 10.1080/02671522.2019.1677752
Assessing the learning of knowledge work competence in higher education : cross-cultural translation and adaptation of the Collaborative Knowledge Practices Questionnaire
|Author:||Karlgren, Klas1,2; Lakkala, Minna3; Toom, Auli4;|
1Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden
2Department of Clinical Science and Education, Södersjukhuset, Karolinska Institutet, Stockholm, Sweden
3Technology in Education research group, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
4Centre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
5Hogrefe Psykologien Kustannus Oy, Helsinki, Finland
6Department of Otorhinolaryngology andPhoniatrics, Head and Neck Surgery, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
7Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
8Faculty of Education, University of Oulu, Oulu, Finland
|Online Access:||PDF Full Text (PDF, 2 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2019110737108
|Publish Date:|| 2019-11-07
The Collaborative Knowledge Practices Questionnaire (CKP) is an instrument designed to measure the learning of knowledge-work competence in education. The focus is on qualities of knowledge work which can be learned and taught in multiple educational settings and which may be especially important for courses with collaborative assignments. The original instrument was theoretically based on the knowledge-creation metaphor of learning. The instrument has been validated in Finnish based on student responses from a large number of higher education courses. The validation of the instrument resulted in seven scales relating to different aspects of interdisciplinary, collaborative development of knowledge-objects using digital technology. This study aimed to cross-culturally translate and adapt the original instrument into English and perform an exploratory structural equation modelling (ESEM) analysis in order to investigate whether the same factorial solution of the instrument also works in English in higher education courses in international settings. The original instrument was translated according to established guidelines for cross-cultural adaptation of self-report measures. The translated version has been tested in courses in medical education, online teaching and problem solving. The results provided evidence that the latent factor model found in the original instrument provided a good fit also for the adapted questionnaire.
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
This work was partly supported by the Academy of Finland [Grant 285 806] and the European Commission (KNORK 402765 543154-LLP-1-2013-1-FI-KA3-KA).
© 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.